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The End of the Cold War and the Shape of a New Era: World History 1990-2006
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The End of the Cold War and the Shape of a New Era: World History 1990-2006 What trends in political organization and economic development can be identified in 20th century world civilizations? Chapter 36, Globalization and Resistance Summary: By the early 21st century, the unfolding of globalization the increasing interconnectedness of all world parts reflected the close of the cold war and the lessening of international conflict, a movement to free markets, new technical developments (especially the computer), and a general acceptance of global connections. Complicating factors to globalization were lingering nationalism, an important religious surge, and terrorism. Key Concepts: Globalization: Causes and Process: Globalization increased toward the end of the 20th century, partly due to the entry into world markets of such large nations as China and members of the former Soviet Union. Only a few countries declined to join the global economy. Internationalism replaced nationalism as a dominant cultural theme. Technological improvements increased, making it easier to maintain contact over long distances. E-mail and the development of the World Wide Web have revolutionized communications. Satellite television has made global audiences possible for any one broadcast. International investment has increased remarkably, comprising up to 40 percent of U.S. total investments. Multinational corporations became a new force. Corporations sought cheap labor and undemanding environmental policies. Raw materials were important, as they had been in the first phases of industrialization. In some cases, multinationals were more powerful than the countries in which they operated. They were also able to transfer their activities from one area to another. Outsourcing, the tactic of hiring outside workers, was used to hire cheap labor wherever it could be found. While industrial nations made use of cheap labor in developing countries, they generally offered higher wages than the local prevailing wages. The impact of globalization is difficult to discern. Unemployment rates are high in areas that have not been successful in competing globally. International demands have led to human rights issues, from the sale of body organs to increasing child labor in some areas. International patterns of migration established in the 1950s and 1960s continued into the new millennium. Declining birth rates in some countries necessitated immigration. Large numbers of immigrants have led to tension. Modern travel has made it easier to migrate to and from distant countries, transforming earlier patterns of immigration. Cultural exchange has reached new levels in the age of globalization. Greater scientific collaboration exists, generally with English as the common language at the same time; fast-food restaurants such as McDonald’s have covered the globe. American television shows and movies have also found world audiences. In the same way, cultures around the world either celebrate American holidays, or celebrate their own holidays with greeting cards and presents. Other nations, especially Japan, also exported their popular culture. One of the results of these developments is the great increase in obesity, especially among children. Cultural globalization has been mitigated in those areas where access to high technology is unavailable, and by adaptation of global culture to local tastes and traditions. Resistance and Alternatives: Criticism of globalization has increased. Large rallies began in 199, pointing to the environmental dangers, exploitation of cheap labor, and growing gaps between rich and poor, which critics attribute to globalization. Critics have also claimed that gaps are emerging between rich and poor nations. Nationalism has remained a vital force in some areas, in spite of growing internationalism. Resistance to foreign cultures has included the French refusal to officially acknowledge the use of some English words. Religious movements have provided some of the most powerful resistance to globalization. Russian Orthodoxy is only one example of a religion that has gained new prominence. Fundamentalism, whether Protestant, Muslim, Hindu, or Catholic, is a powerful force, that is often in opposition to globalization. Fundamentalism generally increases intolerance and exclusivity. It has exacerbated, though it has not generally caused, hostility between or within peoples. Terrorism is increasingly motivated by religious causes. The Global Environment: Environmental impacts changed in degree more than in kind. Efforts at industrialization increased the scale of environmental hazards, for instance in China and the former Soviet Union. Southeast Asia is an area of increasing extraction of natural resources, causing alarm in the world community. Two other areas of concern are that the wealthiest countries consume products out of proportion to their populations, and that the same countries also contribute more pollution compared to developing nations. The greenhouse effect, an increase of gases that cause overheating of the earth, is now acknowledged by most scientists. Sources of the gases that cause the problem include fossil fuel combustion, rice paddies, and refrigeration. Predicted impacts include rising sea levels and dramatic changes to vegetation patterns. Greenhouse gases are not new, but are produced in much greater quantities. Rainforest destruction is also not new, but is occurring at greater rates, and causes concern because the forests are slow to grow back. International conferences, held to address environmental concerns, have lacked support from the United States and other key nations. Epidemics, including AIDS and SARS, have become global issues. Toward the Future: Forecasting the future, while universally desired, has been shown to be problematic at best. Trends can be studied to predict their course in the future. Yet, discerning trends can itself be difficult. The existence of contradictory trends makes it hard to predict the ascendancy of one or the other. One method for predicting the future exists in comparing past and present, in terms of “revolutions,” to develop scenarios that describe that future. Predicting the future is made difficult by the profound changes of the last hundred years. For instance, women’s roles have been transformed, but it is not clear what current trends will predominate. Key Terms: Global Warming AIDS Internationalism World Wide Web Outsourcing Cultural Exchange Nationalism Fundamentalism McDonalds Environmental Impacts Chapter 36, Quiz Questions 1) What development led to the explosion of electronic communication in the 1990s? A) Governments in many nations relaxed their censorship of ideas and communication. B) Technology advances made communications devices, smaller, cheaper, and better C) Many nations implemented huge programs to advance Internet, satellite, and cellular communication. D) Religious and cultural resistance to globalization virtually disappeared. E) Education systems around the world taught people how to use the devices. 2) On the whole, political institutions globalized at what rate compared to technology or business? A) At about the same pace B) Less rapidly C) More rapidly D) Political institutions never globalize. E) There is an inverse relationship between the two. 3) Which of the following is NOT a trend running counter to globalization? A) Nationalism B) Religious differences C) Ethnic competition D) The Internet E) Competition over economic resources 4) By the end of the last century, what percentage of humanity consumed a whopping four-fifths of all marketed goods and services? A) Four-fifths B) One-half C) Two-thirds D) One-fifth E) Three-fifths Essay Questions: Globalization and Resistance The authors postulate several potential causal factors impacting civilization in the future, including population growth, the exhaustion of frontiers, and technological advances associated with the “postindustrial world.” Evaluate the impact such factors are likely to have on the future. Consider the role of cultural identity versus the pace of internationalization in 20th-century cultures. WRITING FOR THE AP EXAM There are three types of essays all students must complete on the AP World History exam: Document Based Question (DBQ) that asks students to read and analyze a set of documents and then write an essay about them. Students will practice this skill throughout the course using the “Document Analysis” worksheet. Documents may not always be written texts. A map, graph, chart, table, or visual image may also provide useful evidence. Students need to practice analyzing individual texts or other data. There are worksheets on both map and graph analysis to help students develop a system for analyzing these types of evidence. The Document Analysis Worksheet can be used to analyze a photo by answering the questions with the photo in mind and broadly interpreting the word “document.” If students need more specific practice analyzing documents, the teacher can help them by creating a scaffolding assignment with questions that apply to a specific document. In addition to analyzing individual evidence, students also need to consider a set of documents as a whole unit, combining knowledge gleaned from individual documents to create an overall picture. They need to look at the whole group and see how the documents can relate to each other. They need to be able to think of logical groups for the documents, and they need to be able to determine viewpoints or important data that are not represented in the set, thus possibly depriving them of a complete picture of the topic addressed in the Document Based Essay. Change Over Time (COT) essay asks students to deal with broad changes in one or more regions of the world over at least one of the course’s periods. To prepare students for the Change Over Time essay, have them practice by completing Change Analysis worksheets regularly. Ask them to examine and analyze changes in one or more societies over a period of time. Remind them of the world history themes and ask them to think broadly and in terms of how people’s approaches to these topics evolved. What caused the evolution, and what is the impact of the change? Comparative essay asks students to compare two or more societies on a set of issues. The Societal Comparison Sheet assignments will get students used to looking at parallel characteristics in several different societies. They will assess the level of similarity and difference among the societies, looking for breaks and continuities. They will also evaluate causes and effects of the differences and similarities, thinking in terms of world history themes. In addition to the specialized tasks for each specific kind of essay question, students also need to be able to use a set of skills that generally fall under the category of “good history writing.” Historical essays require students to: Develop a thesis that answers all parts of the question. If the essay does not complete all tasks required by the prompt, it will not receive as good a score as those that do. Therefore, students need to practice identifying the tasks of the question and making sure their thesis addresses all tasks. The thesis should define a student’s position on the question’s topic and point to the details the student plans to address. Providing a “road map” in the thesis can help students stay on track with their essays as they hurry to present all their points in a short period of time. Furthermore, students should keep referring back to their thesis throughout the essay. In other words, the essay’s evidence should be directly tied to the thesis and should offer further proof of the thesis. Support the thesis with historical evidence. The historical evidence should be specific information that demonstrates the accuracy of the thesis. It is not enough to simply write down some specific historical information. The student must also take the next step and explain how the evidence supports the thesis, rather than leaving the reader to make the connection. Meet standards of good writing practices and use an appropriate style. In timed writing, students have to demonstrate analytical writing skills in a short period of time with little opportunity to plan or revise. They should devote their writing time to constructing an original and thoughtful thesis and then supporting it. Because of these “guerilla” conditions, students should minimize the time they spend developing an introduction. They should also make sure that their essay can stand without an elaborate conclusion because they simply may not have time to construct one. Additionally, they should write about the past in past tense, use active voice, not use personal pronouns, avoid rhetorical questions, and strive for correct spelling and grammar. While none of these “shoulds” are absolute rules, they are good guidelines, and students should have clear reasons in mind if they disregard them. The “Developing a Thesis and Planning an Essay” worksheet will help students write theses that state a position and answer the prompt. Also, it will ask them to identify and rank their specific historical evidence according to its strength. Managing the Grading If students are assigned the number of papers they need to practice their writing skills, teachers run the risk of continually floundering in a sea of essays to grade. There are ways to keep students writing while maintaining your sanity. First, students don’t always have to write a complete essay. Having them complete the “Developing a Thesis and Planning an Essay” worksheets requires them to go through the most difficult part of essay writing, the thinking and planning, without producing a complete essay for teachers to grade. Additionally, the worksheet makes it easy for teachers to quickly find and evaluate the thesis and then see how the evidence supports the thesis. The entire class, a small group, or an individual can complete this activity. It can be class work designed to put students through the process with nothing being turned in. It can be used as a quiz to be completed by individuals or small groups. It can be homework to be collected and graded. After students have completed several of these exercises with “low stakes” grades attached, they can then choose worksheets that they would like to develop into a complete essay. In this way, students have practiced planning many essays, but have not produced an unmanageable amount of complete works for their teacher to grade. Once students are comfortable with the process, the teacher can then give students in-class essays to practice the timed-writing elements using topics that are new to the students. While the teacher works on grading those essays, students can continue to practice the process. Students can practice generating theses and proof in a “history journal” environment. The first few minutes of class can be given to the students writing a quick response to a simple: “To what extent do you agree or disagree with the following statement” prompt that the teacher has written on the board. (i.e. To what extent do you agree or disagree with the following statement: “The western European Renaissance was not a distinct period in history. It was, instead, a logical continuation of trends from the Late Middle Ages.”) After the students have had a few minutes to quickly write their responses, they can read their writing to a peer partner and receive immediate feedback. Again, these short, timed writings can be kept in a journal or they can be turned in as a quiz over writing skills or the content of assigned texts. Keep in mind that practice essay topics do not need to come exclusively from the world region or time period being currently studied. The AP exam is cumulative, and students need to remember that they are responsible for retaining information throughout the entire course. Developing a Thesis and Planning an Essay What are the distinct tasks the prompt requires? What general topics are you going to address in this essay? Write down the geographic regions, historical periods, and themes you will discuss. Note any particular terms you will need to define in your essay. Write a simple statement of your answer to the prompt: What specific historical evidence leads you to your conclusion? Item one: How it supports your answer: Item two: How it supports your answer: Item three: How it supports your answer: Item four: How it supports your answer: Rank your evidence by strength. Put your strongest evidence first and finish with your weakest. That way, if you run out of time, you will be missing only the weakest parts of your essay. Now that you’ve analyzed your evidence, revise your position, if necessary. Rewrite your thesis into a formal statement that addresses all issues raised in the prompt, states your position, and provides an indication of where you will go with your essay, including some reference to your planned historical evidence. It is okay for your thesis to be several sentences, or a short, themed paragraph, if you cannot fit all of that into one sentence. List the order in which you will present your historical proof. Now you have created the skeleton for your essay. You have a strong thesis and a plan for supporting it. All you have to do is add the transitions, connect the bones of your skeleton, and flesh it out with elaboration to make a great essay. Analyzing a Map There are certain steps you should routinely follow when attempting to gather information from a map. What is the title of the map? What area does the map cover? 3. What time period does the map describe? What specific places are marked on the map? Why do you think they are marked? 5. Are there any insets (smaller maps that show a specific portion of the map as a whole)? What do they show? Is the map in a series? What is the series trying to show? Look at the key: What areas are shaded? What does the shading signify? What are the different colors? What does each color signify? What symbols are used? What do they mean? Where are they located? 8. Summarize in 1-3 sentences the information that the map conveys. Analyzing a Graph What is the title of the graph? What information is depicted on each axis? What are the increments of measurement on each axis? Are there any breaks designed to demonstrate a break in the scale or a compression of data? What do the lines or bars on the graph represent? How do the lines or bars relate to each other? Summarize in 1-3 sentences the information the graph conveys. World History Generic DBQ Scoring Rubric
Likely AP Score 8-9 6-7 4-5 2-3 0-1 ________ / 9 Class Points 48-50 42-47 35-41 30-34 27-29 ________ / 50 World History Change and Continuity Over Time (CCOT) Essay Rubric
Likely AP Score 8-9 6-7 4-5 2-3 0-1 ________ / 9 Class Points 48-50 42-47 35-41 30-34 27-29 ________ / 50 World History Compare and Contrast Essay Rubric.
Likely AP Score 8-9 6-7 4-5 2-3 0-1 ________ / 9 Class Points 48-50 42-47 35-41 30-34 27-29 ________ / 50 Leader Analysis Sheet Name of leader: Lifespan: Title: Country/region: Years in power: Political, social, and economic conditions prior to leader gaining power: Ideology, motivation, goals: Significant actions and events during term of power: Short-term effects: Long-term effects: Peoples Analysis Sheet Name of group: Time period: Location: Important neighbors: Strengths: Weaknesses: Impact on neighbors: Legacy: Conflict Analysis Sheet Name of conflict: Time period: Type of conflict: Underlying causes: Immediate cause(s): Turning points/important events: Ending event(s): End result: Short-term effects: Long-term effects: Change Analysis Sheet Society: Time period: Significant events during time period: Characteristics at the beginning Characteristics at the end of the time period: of the time period: Political Social Economic Artistic Religious Intellectual Technological Military Geographic Demographic Women’s status Causes and impact of changes: Societal Comparison Sheet Time period: Significant events during time period: Society One: Society Two: Characteristics of Society One: Characteristics of Society Two: Political Social Economic Artistic Religious Intellectual Technological Military Geographic Demographic Women’s status Explanation of similarities and differences: Document Analysis Sheet Source (name and type): Author: Time period: Society: Political, social, economic characteristics at time written: Purpose: Tone: Audience: Point of view: Important content: Evidence of bias: Assessment of validity: The Dialectical Journal Complete this double-entry journal while reading. In the left column, paraphrase an idea that is important or interesting. Include the page number so others can locate the passage. In the right column write your response to the concept or fact in the left column, by analyzing its importance. paraphrase and page number response | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Inner/Outer Circle Soon we will have an inner/outer circle discussion in class. You will be graded on your discussion, and you will need to prepare for it. Here are the expectations for the discussion. Discussion Expectations: 1. Be prepared. Read the texts for depth of understanding. Think about your reading. Take care to write questions that are worth discussing and can be answered by the text. Write down answers to your questions. 2. Raise your hand and wait to be called upon. Do not raise your hand until the student currently speaking is finished. 3. Look at the other students--not your desk--when talking. 4. Do not engage in side conversations in either circle. 5. Take notes with your head up when you are in the outer circle. 6. Positive points: contribute relevant facts, analysis, interpretation, evaluation; add new information--don't just restate someone else's comment. 7. Negative points: not paying attention, interrupting, irrelevant comments, attacking other speakers, monopolizing the conversations To prepare for the discussion, you will write questions based on the assigned readings. You need to write questions that are at high levels of thinking. This chart of thinking levels will help you make sure your questions require thought and discussion. Bloom's Taxonomy 1. Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state Name the . . . ., identify facts 2. Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate Explain what happened, tell what is meant, give reasons 3. Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write Use the author's thesis, classify new information 4. Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Answer why, make conclusions, differentiate facts from opinions, find supporting evidence 5. Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write Combine elements to make a new product/pattern, create solutions 6. Evaluation appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate Compare theses, evaluate ideas, assess actions Reading selection: Author: Questions: Additional Questions Divided by Eras Foundations, ca. 8000 b.c.e–600 c.e. To what extent did the characteristics of human populations change from ca. 8000 b.c.e to ca. 600 b.c.e? (Consider size, location, and manner of accumulating food and shelter.) What changes (planned or unplanned) did humans make to the natural environment resulting from the advent of agriculture and urban civilizations in this era? How did the natural environments of two of the following river civilizations influence developments in technology, cultural achievements, and religious beliefs? Mesopotamian societies, Indus River valley civilizations, Chinese, Meso-American/Andean societies Analyze the reasons for the increasingly-wide trade networks in either the Eastern or Western hemispheres in the period from ca. 8000 b.c.e.–600 c.e. Assess and account for the changes and continuities in how humans organized their societies across the period from ca. 8000 b.c.e to ca. 600 b.c.e. Use at least two of the following analytic categories: class systems, gender systems, governmental systems, labor systems, nomadic vs. settled societies. Directory: cms -> lib09 -> UT01001306 -> Centricity -> Domain Domain -> Millennial Speech & Debate Okinawa Withdrawal March pf lib09 -> Assignment – Read the article below, then answer the questions in your own words. Upload to Google classroom lib09 -> Marketing College Athletics Popularity of Amateur Sports lib09 -> Delaware cte program of study application local education agency information lib09 -> Gifted ortalentededucationresourceguid e lib09 -> Pirates of Silicon Valley Domain -> Fashion A: Standard 4: The Fashion Industry Domain -> Cost of Living Reality Check: Scenario Download 2.22 Mb. Share with your friends:
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